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URBANDALE COMMUNITY SCHOOL DISTRICTMr. Steve Bass, Superintendent of Schools

Mission: “Teaching All - Reaching All”

Vision: “Urbandale will be a school district that brings learning to life for everyone”

EL (English Learner)Lau Plan and Procedure Manual

Committee MembersKeri Schlueter, Coordinator of Student Services / Equity Olga Barnes, Instructional CoachElizabeth Crane, English Language Learner Teacher

DanMarci Hammerand, High School Teacher

Maggie Peterson, English Language Learner TeacherAngie Sime, Elementary TeacherDania Wilson, Assistant High School PrincipalElyse Brimeyer, Elementary Principal

Additional Input From Jason Volmer, Coordinator of Special Education Karla Jones, Partnership DirectorDenise Wood, Director of Quality and Continuous Improvement Bill Watson, Director of Activities and Community EducationJulia Talyor, Extended Learning Program Supervisor

No student enrolled in the Urbandale Community School District shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in the District's programs on the basis of race, color, creed, sex, religion, marital status (for program), ethnic background, national origin, disability, sexual orientation, gender identity, age (for employment) or socio-economic background (for program). The policy of the District shall be to provide educational programs and opportunities for students as needed on the basis of individual interests, values, abilities and potential. If you have questions please contact the district office at 11152 Aurora Ave, Urbandale, IA or call 515.457.5000. The district's Equity Coordinators are Dr. Keri Schlueter, Coordinator of Student Services, Mark Lane, Director of Human Resources and Crista Carlile, Director of Teaching and Learning.

Bosnian Translation - Niti jedan ucenik upisan u Urbandale Community School District ce biti iskljucen iz ucesca u, biti odbijen pogodnostima, ili se podvrgnuti diskriminaciji u programima distrikta na osnovu rase, boje koze, vjere, spola, religije, bracnog stanja, etnicke pripadnosti, nacionalnog porijekla, invalidnosti, seksualne orijentacije, rodnog identiteta, ili socio-ekonomske pozadine. Politika distrikta ce biti da osigura i omoguci obrazovne programe i mogucnosti za sve ucenike po potrebi na temelju pojedinacnih interesa, vrijednosti, sposobnosti i potencijalu. Glavni Distrikt Koordinatori su Dr. Keri Schlueter, Koordinator Servisa za Studente, Mark Lane, Direktor za Humane Resurse i Crista Carllie, Direktor za Predavanjai i Nauku.

Spanish Translation - No se excluirá a ningún estudiante inscrito en el Distrito Escolar de la Comunidad de Urbandale de la participación en, ni se denegará los beneficios de, ni será sujeto a la discriminación en los programas del Distrito a base de raza, color, credo, sexo, religión, estado civil, trasfondo étnico, origen nacional, discapacidad, orientación sexual, identidad de género, o trasfondo socio-económico. La política del Distrito será de proveer programas de educación y oportunidades para estudiantes en

UCSD Board Approved 08/17/2015

base de intereses individuales, valores, habilidades, y potencial. Glavni Distrikt Koordinatori su Dr. Keri Schlueter, Koordinator Servisa za Studente, Mark Lane, Direktor za Humane Resurse i Crista Carllie, Direktor za Predavanjai i Nauku.

Table of Contents

Purpose........................................................................................................................................................…3Philosophy and Mission...............................................................................................................................…3Linguistic, Academic and Cross-Cultural Goals.........................................................................................…3Identification and Placement...........................................................................................................................4Description of LIEP.....................................................................................................................................…8Staffing………..............................................................................................................................................10Access to the Iowa Core and English Proficiency Standards....................................................................…12Access to Co-curricular and Extracurricular Programs.................................................................................13Professional Development.............................................................................................................................17English Language Development Assessment............................................................................................…17Assessment and Grading................................................................................................................................18LIEP Exit Criteria..........................................................................................................................................19Monitoring Procedures..............................................................................................................................…20Program Evaluation.......................................................................................................................................20

Appendix Parent Interview Form....................................................................................................................................AUrbandale English Language Learner Service Descriptors........................................................................…BEnglish Learner - New Student Information...............................................................................................…CInstructional and Assessment Strategies of English Language Learners...................................................…DIowa Guidelines for K-12 ELL Participation in District Wide Assessments..............................................…EUrbandale English Learner Program Exit.ReEntry Criteria........................................................................…FRequest for Interpreter................................................................................................................................…GGlossary......................................................................................................................................................…H

UCSD Board Approved 08/17/2015

Urbandale Community School District

Purpose

The Urbandale Community School District’s Lau Plan and Procedure Manual serves as guidance for addressing the linguistic needs of English learners (ELs) and for implementing appropriate programming designed to reduce linguistic barriers to the Core instructional program.

Federal legislation requires every school district to have a program plan in place to serve ELs. The plan must ensure that immediately upon enrollment, the EL has access to a specialized language instruction educational program (LIEP). The plan for meeting the linguistic needs of ELs must provide resources to support the LIEP and the academic achievement of ELs, using state and local funds.

The Iowa Department of Education requires that all school districts report their plan to identify and serve ELs in accordance with Title VI of the Civil Rights Act to the Department of Education. The UCSDs Lau plan is embedded in the annual C Plan submitted to the Iowa Department of Education. The district’s Lau Plan ensures that there is an approved process in place for the identification of ELs, as well as a plan to begin English language development services for such students immediately upon enrollment. In addition, the UCSD’s Lau Plan includes screening procedures and a plan for administering an annual assessment of the students’ English language development. The plan also identifies LIEP models for ELs.

Philosophy and Mission

Every instructional event is also an English learning opportunity for English learners. Based on this premise, the Urbandale Community School District’s English Learner program provides specialized and specific instruction to support social and academic learning proficiency through a combination of formal English language instruction and academic support. In collaboration with students, teachers and families we strive to teach all and reach all. Therefore, our mission as EL professionals will be to collaborate to fully support English learners and their families, both academically and culturally.

Linguistic, Academic and Cross-Cultural Goals

The Urbandale Community School District’s English Learner program goals are:

To assist English learners and their families in understanding and functioning within American society;

To involve English learners’ families and the community in the educational process to make education a cooperative effort between home and school;

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To support English learners’ academic success in the content areas at grade appropriate level;

To promote pride in English learners’ cultural and linguistic backgrounds; To educate English learners to the same rigorous standards as all students in the district at

grade appropriate levels; To accelerate academic and conversational English language acquisition/development in

the areas of listening, speaking, reading and writing through formal language instruction.

Identification and Placement

Chapter 280, Section 280.4, of the Iowa Code defines a Limited English Proficient student as follows: “A student’s background is in a language other than English, and the student’s proficiency in English is such that the probability of the student’s academic success in an English-only classroom is below that of an academically successful peer with an English language background.”

IdentificationThe first step in identifying an English language learner is to conduct a Home Language Survey. The Urbandale Community School District uses the TransACT website www.transact.com to provide the Home Language Survey to parents in their first language. Every attempt is made to provide native language interprets to assist families with completing documents and assist with the registration process.

Other data that may be used to potentially identify a student as needing EL services include: student records, teacher interview, parent information, teacher observation, referral, student grades, or informal assessment. Parents/guardians complete the Home Language Survey of all students new to the district, including kindergartners, transfer students, refugees, migratory children, and immigrants. Information gathered from the survey becomes part of the student’s permanent records and is stored in the student’s cumulative file. It is also available to the student’s teachers. The survey is given to the building secretaries who provide a copy of every survey to the building EL teacher. If a response on the Home Language Survey indicates a language other than English in the student’s background, the building’s English Learner teacher facilitates the identification process as needed, including gathering additional information by using both standardized and locally developed English language proficiency and academic skill assessments and/or conducting interviews. See Appendix A for the “Urbandale English Language Learner Parent Interview Form.”

The building English Learners teacher(s) administer the complete Tennessee English Language Placement Assessment (TELPA) to measure listening, speaking, reading, and writing levels in English within 30 days of the beginning of school (NCLB, Sec. 3302[a]), or two weeks of the

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student’s enrollment, if it is after the start of school (NCLB, Sec. 3302 [d]). The TELPA is a placement test designed and based upon the full English Language Development Assessment (ELDA) battery of tests. It is designed to allow schools to place students, based on their acquisition of English language proficiency skills, into classrooms and services best suited for their current level of acquisition. The TELPA has four operational forms designed for differing levels of academic and developmental language. Thus, there is one test form for each of the following grade clusters: K-2, 3-5, 6-8 and 9-12. The TELPA results are stored in the students’ cumulative files.

Depending on the student’s age and grade level a variety of formal and informal assessment tools are used to determine a student’s literacy and math instructional levels. See tables below additional screening information, with links following.

Level Language Screening (Administered when a language other than English is indicated on the Home Language Survey)

Person Administering

Elementary, Middle School, and High School

TELPA EL teacher

Level Literacy Screening Person AdministeringElementary Review of student records Building Principal, Classroom

teacher, and EL teacherFAST CBM and aReading Classroom teacher, Reading

teacher, or EL teacherEarly Literacy Assessments Classroom teacher, Reading

teacher, or EL teacherFountas and Pinnell Benchmarking

Classroom teacher, Reading teacher, or EL teacher

Middle School Review of Student Records Counselor/LL teacherFAST CBM and aReading Classroom teacher, Reading

teacher, or EL teacherDistrict Quarterly Reading Assessment

Classroom teacher, Reading teacher, or EL teacher

High School Review of Student Records Counselor/EL teacherBurns and Roe Inventory ELL teacherIncoming 9th graders Read 180 Reading Inventory

Reading/Language Literature or EL teacher

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San Diego Quick Assessment of Reading Ability

EL Teacher

CORE Reading Maze Comprehension Test

EL Teacher

Reading Placement Assessments K-12 Placement Test

EL Teacher

Links to:

San Diego Quick Assessment of Reading Ability http://facstaff.bloomu.edu/dwalker/Documents/San%20Diego%20Quick%20Assessment.pdf

CORE Reading Maze Comprehension Test http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATIONS/FLDR_INSTRUCTIONAL_SVCS/INSTRUCTIONALSUPPORTSERVICES/LITERACY_LANGUAGE_ARTS_HOME/DISTRICT_READING_ELEMENTARY_RESOURCES/CORE%20MAZE%20TEST.PDF

Reading Placement Assessments - K12-Placement Testhttps://eprcontent.k12.com/placement/placement/placement_langarts_2.html

Level Math Screening Person AdministeringElementary Review of Student Records Building Principal/EL teacher

Everyday Math beginning of the year assessment if student moved in during the 1st semester. Everyday Math mid-year assessment if student moves in during 2nd semester.

Classroom teacher/EL teacher

Middle School Review of Student Records Counselor/EL teacherDistrict Math Assessment EL teacher

High School Review of Student Records Counselor/EL teacherELL Designed District Math Computation Assessment

EL teacher and UHS math teacher

Placement and Program Design

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https://eprcontent.k12.com/placement/placement/placement_langarts_2.html

http://facstaff.bloomu.edu/dwalker/Documents/San%20Diego%20Quick%20Assessment.pdf


English learners are placed at grade levels appropriate for their ages, unless there are extenuating circumstances, which will be considered on an individual basis. Best practice is that a student will be assigned to a classroom no more than two years different from his/her age peers (60.3(3)a). The classroom teacher and/or other EL teacher assess academic skills in relation to the student’s grade or age level. Differentiation is practiced by all teachers during the school day to ensure that ELs learn grade-level content.

Based on the assessment results, an EL is matched with the appropriate English Language service delivery model. This initial placement is flexible and may be changed based upon classroom and English Learner teacher observations. The EL teacher determines initial placement in conjunction with the building administrator and general education teacher. No placement is considered permanent. The student’s progress is monitored and evaluated frequently, and appropriate program changes are made as needed.

Parent NotificationParent notification is an important component of the law (NCLB, Sec. 3302). If a student’s score indicates that he/she is eligible for the EL program, the EL teacher will complete the “Notification of Initial Placement in the English Language Development Program” and the “Determination of Student Eligibility” TransAct forms and send them home. If a student’s score indicates that he/she is not eligible for the EL program, the EL teacher will only send home the “Determination of Student Eligibility” indicating that a LIEP is not recommended. Parent notification forms are to be sent out within 30 days of the beginning of the academic year, or within two weeks if the student enrolled after the start of the school year. The UCSD will communicate the parent notification in an understandable and uniform format, to the extent practicable using both verbal and written translations.

The EL program is a voluntary program, and if at any point the parents refuse services or choose to withdraw their student from the program, the EL teacher discusses the school’s recommendation of services, concerns about not receiving services, and the potential outcomes of the decision with the parent. If the parent proceeds with waiving services, the parent must sign a TransAct “Waiver / Refusal of English as a Second Language / Bilingual Program”. This signed form is kept in the student’s cumulative folder.

The EL teacher communicates with the general education teacher regarding a plan to provide support to ensure mastery of English and academic achievement for any EL who has waived services. This communication will include the student’s current level of proficiency, as well as appropriate strategies the general education teacher may use to differentiate instruction. All students who qualified for EL services, including the students who waived those services, will continue to be monitored and take the ELPA21 assessment annually until they reach English language proficiency and meet state exit criteria.

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Description of LIEP

LIEP (Language Instruction Education Program) GoalsThe Urbandale Community School District collects and analyzes specific district-level data in order to measure the goals identified on page 3 of this Lau Plan. The 6 goals address the academic, linguistic, and cross-cultural needs of English Learners.

Academic: 60% of 3rd-11th grade UCSD EL students will be proficient or advanced in Reading as

measured by the Iowa Assessments in the 2015-2016 school year. 66.6% of 3rd-11th grade students will be proficient or advanced in Math as measured by

Iowa Assessments in the 2015-2016 school year.Linguistic:

100% of EL students who took the Language Proficiency Assessment in 2015 and 2016 will show improvement in their language proficiency level.

Cross Cultural: 100% of EL students will have a parent attend fall and spring conferences.

Description of LIEP ModelsThe Urbandale Community School District offers the following Language Instruction Educational Programs (LIEP).

Program Design Elementary Middle School

High School

Sheltered Instruction X XNewcomer Program X X XEnglish as a Second Language (ESL) X X X

Sheltered InstructionAn instructional approach used to make academic instruction in English understandable to ELs. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects.

Newcomer ProgramNewcomer programs are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants; typically, students attend these programs before they enter more traditional programs (e.g., English Language Development programs or mainstream classrooms with supplemental ESL instruction).

English as a Second Language (ESL)

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A program of techniques, methodology, and special curriculum designed to teach ELs English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. Further, ESL instruction is usually in English with little use of native language.

ESL may occur in the following ways: Co-teaching: a service delivery model in which an ELL teacher and a classroom teacher share responsibility for teaching some or all the students assigned to a classroom. Teachers share the responsibility for planning, instructing, and evaluating students.

Pull-Out: a service delivery model in which English Language Learners are “pulled out” of regular, mainstream classrooms for specialized instruction in English.

Push-In: a service delivery model in which direct support is provided by an ELL teacher that goes into the regular classroom to periodically support small groups or individual students in areas of need.

Resource Assistance: a service delivery model in which ELLs receive additional time and instructional support from an ELL teacher for their core academic courses. Examples of instructional support may include, but is not limited to re-teaching, tutoring, pre-teaching, providing access to academic content through read a-louds, providing access to technology, and/or small group/individual assistance.

Tutor/Native Language Support: this service emphasizes the development of academic language through content-based instruction and support for curricular course work in the students’ native language.

Based on the results of the screening and/or assessment determination is made as to the level of support the student needs in the EL program. Students who are shown to be in preproduction, early-production, speech emergence, intermediate or advanced fluency in English skills are placed into appropriate levels of programming and provided supports to assist in their continued acquisition of English and access to the district core curriculum. See “Urbandale English Language Learner Service Descriptors” (Appendix B) for additional information.

Parents will be notified annually of their student’s continuing eligibility and level of services. The EL teacher will complete the “Notification of Continuing Placement in the English Language Development Program” TransAct form. Parent notification forms are to be sent out within 30 days of the beginning of the academic year, or within two weeks if the student enrolled after the start of the school year. The UCSD will communicate the parent notification in an understandable and uniform format, to the extent practicable using both verbal and written translations. A copy of this form is kept in the individual student’s EL classroom file.

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As described in the Placement section, the EL program is a voluntary program. If at any point the parents refuse services or choose to withdraw their student from the program, the EL teacher discusses the school’s recommendation of services, concerns about not receiving services, and the potential outcomes of the decision with the parent. If the parent proceeds with waiving services, the parent must sign a TransAct “Waiver / Refusal of English as a Second Language / Bilingual Program”. This signed form is kept in the student’s cumulative folder.

The EL teacher communicates with the general education teacher regarding a plan to provide support to ensure mastery of English and academic achievement for any EL who has waived services. This communication will include the student’s current level of proficiency, as well as appropriate strategies the general education teacher may use to differentiate instruction. All students who qualified for EL services, including the students who waived those services, will continue to be monitored and take the ELPA21 assessment annually until they reach English language proficiency and meet state exit criteria.

Staffing

In order to ensure the best educational opportunities for ELs in the Urbandale Community School District, the district has appointed the Coordinator of Student Services, along with the building principals to be responsible for the Language Instruction Educational Program. The Coordinator of Student Services in charge of the oversight of the LIEP. Currently, the Coordinator is Dr. Keri Schlueter. The district employs highly qualified classroom and EL teachers as licensed by the Iowa Department of Education. EL teachers hold an ESL endorsement and classroom teachers are licensed in the content area for which they are teaching. Bilingual associates fluent in English as well as Bosnian, Spanish, Nuer, Arabic and Dinka are also hired by the district. For other languages the district hires services on an as needed basis.

EL Teacher Responsibilities Assess ELs to determine the eligibility, placement, on-going services and/or exit from the

program. Monitor ELs for two years after their exit date. Provide formal language instruction (speaking, listening, reading, and writing). Promote pride in English language learners’ cultural and linguistic backgrounds. Support ELs’ academic learning in content areas. Collaborate and coordinate instruction and student needs with building administrators,

counselors and mainstream teachers. Maintain a student roster and send information to the Coordinator of Student Services. Assist in determining if an EL is entitled to other programs and/or services within the

school (i.e. Extended Learning Program, Special Education, Title 1, At-Risk).

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Involve the ELs’ families and the community in the educational process. Provide administrators, classroom teachers and EL associates professional development in

the area of English language learning through one-on-one information updates, co-teaching, emails, and building and district level professional development opportunities.

English Language Learner Bilingual Associate Responsibilities Provide language interpretation and translation. Assist in involving the ELs’ families and the community in the educational process. Act as a liaison between home and school. Assist school personnel to understand cultural/behavioral issues. Collaborate with the other staff to ensure the academic success of ELs. Assist in providing formal language instruction (speaking, listening, reading, writing, and

comprehension). Promote pride in ELs’ cultural and linguistic backgrounds. Assist in providing support for ELs’ academic learning in content areas. Participate in professional development as it pertains to ELs.

Classroom Teacher’s Responsibilities Educate ELs to the same rigorous standards as all students in the district. Provide ELs with appropriate accommodations. Collaborate with EL teacher for delivery of services through professional learning

communities (PLCs), joint planning, reverse collaboration, literacy meetings, and/or common planning.

Promote pride in ELs’ cultural and linguistic backgrounds. Assist in determining if an EL is entitled to services within the school (i.e. ESL, Talented

and Gifted, Special Education, Title 1 or At-Risk). Involve the ELs’ families and the community in the educational process. Participate in professional development as it pertains to ELs.

The district will develop, implement, and review on an annual basis, a staffing plan designed to effectively carry out the district’s EL program. The plan will consider:

The number of students anticipated to be eligible for EL program in the upcoming year, and estimated enrollment thereafter.

The student-to-teacher ratio for LIEP, taking into consideration the expected levels of services needed, in accordance with accepted educational practice.

Recommended LIEP teacher-to-student ratios:High School, 1 teacher; up to 70 student contact pointsMiddle School, 1 teacher; up to 60 student contact pointsElementary School, 1 teacher; up to 50 student contact point.

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Contact points will be determined using the following formula:Pre-Production, Early Production or Beginning Fluency = 2 contact pointsIntermediate Fluency = 1 contact pointAdvanced Fluency = 1 or .5 contact pointWaiver = 0 contact pointExited = 0 contact point

For every period/class an ELL teacher co-teaches, an additional 5 contact points are added to the teacher’s total contact points.

Recommended ELL program bilingual associate to student ratios:District wide, 1 Associate; up to 70 students

Access to the Iowa Core and English Language Proficiency Standards

The program for English Learners in the Urbandale Community School District is an avenue of access to the Iowa Core Curriculum. EL students are required to meet the same rigorous standards and benchmarks as Urbandale Community School District students. Therefore, there is not a separate EL curriculum in the Urbandale Community School District; however, there are specialized materials and strategies that will assist ELs in meeting Iowa Core Standards. Current theory in the teaching and learning of English as an additional language stresses the need for students to learn content and language at the same time. This will enable them to maximize their opportunity to be successful in all-English classrooms with their English-speaking peers.

To ensure that ELs have access to the Iowa Core Curriculum, all ELs spend significant time in the general education classroom. EL teachers and content area teachers collaborate the planning of instruction through PLCs, meetings during planning time or before/after student hours, and via email. The frequency of collaboration varies depending on the purpose, the level of student language acquisition, and the number of years the two teachers have planned together. Two teachers co-teaching may plan together daily, while two teachers who just need to tweak or adjust a unit they’ve used before may only need to meet at the start or midway through the unit. Additionally, the Urbandale Community School District provides professional development to both EL and classroom/content teachers centered around content instruction and cultural awareness. For examples of instructional and assessment strategies see Appendix C “Instructional and Assessment Strategies of English Language Learners”.

In addition to modifying the core curricular materials for instruction, teachers also have access to some supplemental materials. Examples of these materials include Lively, Teresa, August, Diane, Carlo, Maria, and Snow, Catherine. Vocabulary Improvement

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Program for English Language Learners and Their Classmates. Paul H. Brookes Publishing Co., 2003.

Ebbers, Susan. Vocabulary Through Morphemes, Suffixes, Prefixes, and Roots for Intermediate Grades. Voyager Sopris Learning, 2011.

Archer, Anita. Rewards Program, Secondary. Voyager Sopris Learning, 2014Marchand-Martella, Nancy and Nelson, J. Ron. The Multiple Meaning Vocabulary

Program Level 11. Voyager Sopris Learning, 2005.Reading A-Z online programScience English Explorers and Differentiated Instruction Science Theme Sets, Benchmark

Education Company, middle levelAccess Newcomers Program, Houghton Mifflin HarcourtAccess American History, Houghton Mifflin HarcourtAccess Science, Houghton Mifflin HarcourtAdditionally, teachers create materials that will support the learning of their students.

Core materials are reviewed during a regular curriculum cycle. As materials are being selected, they are evaluated for use with English learners. Additional support materials that come with programs or books are purchased to support English learners with the core. For instance, our new elementary reading program offered EL readers, which we purchased. Combined with the other leveled readers, these readers give the teachers many opportunities to provide all students with the appropriate level of reading material, while engaging everyone in the rich concepts of the text.

Supplemental materials are chosen based on an identified need of individual learners. Using pretest or baseline data, materials are selected or created to address gaps students have. Materials can change year to year. As students progress, they need more complex or mature materials. Materials that have been accumulated may be used for newer students if they match their needs. Other supplemental materials may be selected to enhance the core materials, making them more understandable.

During the 2015-16 school year, the EL teachers will receive training on the English Language Proficiency (ELP) Standards. As they become better acquainted with the standards, professional development for other district personnel (administrators, core teachers, bilingual associates) will be planned. Previously, the Urbandale Community School District had adopted the 2006 TESOL Pre-K-12 English Language Proficiency Standards.

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Access to Co-curricular and Extracurricular Programs

Identification of English Learners Who Are GiftedUrbandale Community School District has created an identification plan for the Extended Learning Program that considers multiple sources of information including student test data, student work samples, student work habits, student inventories, teacher inventories, parent inventories, peer interactions, the CoGat, and Kingore Observation Inventory. The information collected for each child is examined by the District ELP Identification Committee. This committee is comprised of representatives from the elementary schools, middle school and high school, including a special education teacher, EL teacher, guidance counselor and administrator. The District ELP identification committee is able to use any information gathered on each student to determine if a student needs to have a Personal Education Plan for Talented and Gifted services developed.

Students are eligible for identification at any point during their K-12 educational career in Urbandale. The committee meets two times a year to look at recommendations (Oct. and May). The identification process can be initiated by any teacher or administrator in the district, a parent/guardian, or the student themselves by contacting the building ELP teacher. Completed assessments are kept in the student’s cumulative folder.

Additional data to consider when evaluating an EL student: IELDA/ ELPA21, TELPA, prior academic performance in another language, ability to speak multiple languages, rapid acquisition of a second language, high ability shown in mathematics, mature sense of diverse cultures and languages, code switches easily (can think in both languages), demonstrates an advanced awareness of American expressions, translates at an advanced level, and navigates appropriate behaviors successfully within both cultures.

When a student exhibits a need for ELP services the committee also provides the building ELP teacher with recommendations for services. The ELP teacher may collaborate with the EL teacher or student’s general education teacher to determine appropriate instruction.

Identification of English Learners Who Are Entitled to Special Education ServicesLimited English proficiency is not a disability. ELs should not be placed in a special education program unless exceptionality is well documented (including assessment of a student’s native language skills). To assist in determining the appropriateness of a referral to special education, the district’s established supplemental and targeted interventions will be followed, independent of the EL identification. The process documents approaches utilized to provide positive supports for a student’s learning.

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Eligibility teams will follow the Iowa Eligibility Criteria and process, which includes examining relevant information through the Review, Interview, Observation and Test (RIOT) method to rule out whether a child’s performance difficulties are primarily the result of a lack of English language skills. Completed assessments are kept in the student’s cumulative folder.

When the family’s primary language is not English, every attempt will be made to secure a trained interpreter who is proficient in the family’s language to explain the process and conduct interviews with the family. For children whose primary language is not English, communication deficits only constitute a disability if the communication problem is present in both English and the individual’s primary language. During the eligibility decision-making process, the evaluation team must rule out language and acculturation as the primary reason for performance deficits. An assessment of the individual’s English language proficiency is needed in order to develop appropriate interventions or evaluate the individual’s response to interventions and to make eligibility decisions. An EL teacher will be a member of the team to help differentiate between language acquisition and disability characteristics.

Identification / Participation in Other District ProgramsThe process for identifying and serving ELs in other district programming occur through our PLCs and building data analysis process. Lack of proficiency with the English language does not prevent a student from accessing other district support, such as at-risk programming or supplemental reading instruction. Likewise, our advanced placement courses are open to all students.

The focus of Urbandale Activities has been to meet the mission of the District: Teaching All – Reaching All. Through activities, students are provided with different educational opportunities than in the classroom and these activities are open to all students. The Urbandale Activities Program consists of athletic and performing arts programs for students in grades 7-12. Students are first exposed to these programs through visits to elementary schools and youth camps and clinics, open to all students. These programs are expanded in 7th grade and are open to any student. Students are made aware of these programs through music and physical education programs at the middle school and through announcements both in school and online. Coaches, teachers, staff, and administrators at all levels encourage students to become involved and work directly with the Activities Department to ensure the individual needs of each student are met to ensure that they can participate.

Identification of ELs Attending Private SchoolsThe UCSD will provide English language services to English Learners attending Des Moines Christian School. The following procedures have been collaboratively developed though a meaningful conversation by the Urbandale Community School District (UCSD) and Des Moines Christian School to ensure timely and equitable EL services to EL students attending private schools located within the UCSD attendance boundaries.

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1. Identifying ELs - All families enrolling children in private schools will complete a Home Language Survey. If a response on the Home Language Survey indicates a language other than English in the student’s background, the private school will make the initial contact with the student’s parent and explain the process of EL identification, placement, services and yearly assessment. Once that has been done, the private school will contact the UCSD Coordinator of Student Services to begin the process of identification and placement.

a. The UCSD Coordinator of Student Services will contact the appropriate UCSD building principal and EL teacher(s).

b. The UCSD building principal or EL teacher will make contact with the private school to make arrangements to facilitate the identification process in the same manner as EL students enrolled in the UCSD. Note - the UCSD will go to the private school to complete the steps necessary to determine if the student is eligible for EL services.

2. Services - If the student qualifies for EL services the UCSD and the private school will collaborate to provide comparable services provided to UCSD EL students as described in the UCSD Lau Plan. These services will be provided at the student’s public neighborhood school building within the UCSD boundaries. Transportation will be provided by the UCSD in the same manner as provided for private school students receiving special education services at UCSD. The UCSD building principal will make the transportation arrangements.

a. The private school will assist the parents of the identified EL student(s) to complete the UCSD register paperwork. The registration paperwork will be sent to the UCSD Coordinator of Student Services.

b. The UCSD’s Student Data Manager will input the EL student data in Power School as a shared student so that EL services can be provided.

c. EL teachers will send a New Student Information form, Appendix I, to the Coordinator of Student Services Administrative Assistant as stated in the UCSD Lau Plan.

3. Yearly English Language Development Assessments - The UCSD EL teacher(s) will consult with the private schools to assess and share the results according to the UCSD Lau Plan and collaboratively with the private school to meet the needs of the EL student(s).

4. Waived Students – If a parent requests to waive EL services, the UCSD EL teacher and the private school will meet with the parent to discuss the pros and cons of waiving EL services. At this meeting or anytime after, if the parent wants to waive EL services the UCSD EL teacher will complete the TransAct “Waiver / Refusal of English as a Second Language / Bilingual Program” following the procedures as written in the UCSD EL Lau Plan.

a. The Iowa Department of Education considers a student waiving EL services to be an EL student until the student meets the state EL exit criteria and has been exited from the UCSD EL program. Therefore, a waived student needs to be registered as

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a “shared” EL student with the UCSD and will continue to be administered the yearly ELPA21 until the student exits the UCSD EL program.

b. The private school will be responsible for notifying the UCSD’s Coordinator of Student Services of all EL students (both those being served and waived students) enrollment statuses and also for administering to the EL students waiving services the yearly ELPA21. The UCSD will be responsible to notify the private school of the Iowa Department of Education’s required ELPA21 training for test administration. The UCSD will also be responsible for ordering the private school ELPA21 assessment materials when they place the order for their students.

St. Pius X School will serve their own ELs. However, the St. Pius X EL teacher(s) will be invited to UCSD EL trainings and will be included in emails regarding policies and regulations. Additionally, UCSD will supply TELPA materials to St. Pius X for the 2015-16 school year. This arrangement was collaboratively developed though a meaningful conversation by the Urbandale Community School District (UCSD), and the St. Pius X School to ensure timely and equitable EL services to EL students attending private schools located within the UCSD attendance boundaries.

Professional Development

In keeping with the Iowa Professional Development Model, English Learner specific professional development will be conducted by the EL teachers twice during the school year for all teachers and administrators at the High School building. At the elementary and middle levels, ongoing professional development will be imbedded in the PLC and data analysis process. The professional development will concentrate on the areas of instructional techniques, modifications for ELs and cultural awareness as determined by the current needs of the building. The Coordinator of Student Services will maintain a record of professional development activities.

As part of the district’s new teacher mentoring program, teachers new to the profession will participate in an additional professional development specific to English Learners. Instructional Coaches will also receive additional professional development specific to their roles in assisting and modeling for teachers.

During the 2015-16 school year, the EL teachers will receive training on the English Language Proficiency (ELP) Standards. As they become better acquainted with the standards, professional development for other district personnel (administrators, core teachers, bilingual associates) will be planned.

English Learner teachers, as well as classroom teachers and administrators, are encouraged to participate in EL specific professional development offered through Title III funds. Examples of

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these professional development opportunities include, but are not limited to: The annual Iowa Culture and Language Conference Our Kids Summer Institute Workshops offered through Heartland Area Education Agency

English Language Development Assessment

EL teachers annually complete the online training provided by the Iowa Department of Education for both the Tennessee English Language Placement Assessment (TELPA) and the English Language Proficiency Assessment for the 21st Century (ELPA21) prior to administering these assessments to students. EL teachers submit their certificate of completion to the Coordinator of Student Services annually.

ELPA21 is administered every year starting the first week of March as is stated on the UCSD district-wide assessment calendar. ELPA21 is administered to every student who has been identified as an English learner (including those students whose parents have waived services). Upon receiving the results of the ELPA21, the EL teachers will participate in training to interpret ELPA21 results. These results will be used to guide instruction and programming.

The results of ELPA21 are shared with: Students - The EL teachers discuss individual ELPA21 results with the students. Parents - The school district sends home individual ELPA21 results. Classroom/content area teachers - The EL teachers discuss individual ELPA21 results

with teachers. Based on these results, the EL teachers make recommendations regarding student placement, accommodations, and instructional strategies that would benefit the learner.

School Board - The Coordinator of Student Services presents a yearly update. This update includes ELPA21 results along with staffing recommendations.

Community - Results are posted on the district website.

Assessment and Grading

The Urbandale Community School District recognizes that assessing the academic growth of English learners can be challenging. An English learner may have grasped the content or concept of a lesson, but may be unable to articulate this comprehension using the English language and/or conventional testing methods. Therefore, teachers must design assessments that focus on content understanding, and not on the English learner’s ability to use the English language. To accomplish this goal, teachers may design alternative forms of assessment that allow the student to demonstrate his/her knowledge in a manner that deemphasizes the role of English language

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use. Teachers must differentiate assessments according to the language proficiency level of the student. For example, with content area questions, a teacher would not deduct or penalize an English learner for lack of mastery of written conventions. An English learner could also be allowed to demonstrate knowledge by using pictures, by making use of translators and/or English Language teachers to provide language assistance, or use his/her native language to respond to test questions. Additional assessment strategies are found in Appendix C “Instructional and Assessment Strategies of English Language Learners”.

In accordance with No Child Left Behind legislation, teachers need to hold English learners to the same rigorous standards as all students in the district, instead of “watering down” the curriculum. Compliance with this mandate requires teachers to modify the way instruction is delivered and to adapt reading materials they use in order to make the content accessible to English learners.

In keeping with the No Child Left Behind legislation, English learners participate in district wide assessments for the same reasons as do all other Urbandale Community School District students: to obtain achievement information for making instructional decisions, and to monitor students’ year-to-year progress in each of several curricular areas. However, No Child Left Behind provides for some flexibility for the participation of English language learners in state assessments. Students who have attended U.S. schools for 12 months or less can be exempted from the reading/language arts portions of the Iowa Assessments, all other ELs are required to complete the Iowa Assessments. English language learners may also qualify for certain accommodations on other tests, depending on their levels of English proficiency and on the specific content that is being assessed by a particular test. The intent of the accommodations is to minimize the effect of an EL student’s limited English language proficiency on the student’s test results. See Appendix D for “Iowa Guidelines for K-12 ELL Participation in District Wide Assessments”.Accommodations used on standardized and district-wide assessments should be the same ones that are used for the English language learner’s day-to-day instruction and classroom assessments.

LIEP Exit Criteria

ELs achieving proficiency in English speaking, listening, reading and writing at a level commensurate with their grade and/or age peers are transitioned into the mainstream classroom and exited from LIEP (60.3(3)b4).

The overall objective of the EL program is for students to be able to take challenging content- level academic courses and be as successful as English-speaking students. When students are able to be successful without any EL support at all and have met the state exit criteria, they are exited from the EL program. Specific exit criteria are:

Score of English proficient on the ELPA21

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Scores proficient on district-wide and state-wide assessments in reading and math Meets both of the above criteria in the same school year

Exit DataGrade Primary Reading Additional Reading Primary Math Additional MathK-2 FAST Benchmarking EOY Math Assessments Classroom Assessments3-11 IA Assessment District Assessments IA Assessment District Assessments12 Compass ACT Compass ACT

Appendix E is used in this process. The completed Appendix E is sent to the Student Services Administrative Assistant, who then changes the student’s code to exited.

When students are exited from the EL program, the EL teacher completes a TransACT “English Language Development Program Exit Letter”. The letter is sent home to parents and a copy is placed into the student’s cumulative folder.

Monitoring Procedures

After students are exited from the EL program, they are monitored for two years to verify sustained academic progress. Data will be collected on elementary students every trimester. Data for grade 1-2 students include FAST scores, classroom and EOY math assessments, and daily work. Data for grade 3-5 students include FAST scores, classroom and EOY assessments, daily work, and IA Assessment scores. Data for secondary students is collected every semester. Data for grades 6-8 include literacy and math grades and IA Assessment scores. Data for 9-12 grades include core class grades and IA Assessment scores.

Each monitored student is assigned to an EL teacher who monitors and records his/her academic progress on the district monitoring spreadsheet. The Coordinator of Student Services, Dr. Keri Schlueter, is responsible for assuring that the monitoring is taking place. She also assures that the monitoring date and decision are recorded in the student management system, along with the individual teacher’s Iowa Department of Education folder number that monitored the student.

Although there are formal checkpoints for data collection, concern about a student’s progress can be brought to the building problem solving team at any time. (i.e. building assistance team (BAT), the student assistance team (SAT), student study team (SST)). The building team reviews the student’s data and makes a remediation plan to address the concern. If the plan does not prove to be effective, the team must determine whether to adjust the plan or must determine if the issue is a language barrier, which results in re-entry into the EL program.

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An EL teacher and the student’s parent must be included as part of a problem solving team making a decision regarding re-entry. If a re-entry occurs, a note should be added to the exit letter in the cum folder stating that the student has re-entered, along with the date of the re-entry and a parent signature.

Program Evaluation

On-going evaluation of the English Language Learner program is essential, providing valuable information for decision making, which will lead to improved instructional services to our English Language Learners. Through the use of quality tools and the “English Language Learner District Self-Study Guide”, https://www.educateiowa.gov/sites/files/ed/documents/ELHandbook-May2013-AppendixG.pdf , the district’s EL staff will follow the Quality Continual Improvement (QCI) model to evaluate and improve the EL services. Data will be shared yearly with students, parents, teachers, community members, administrators and the UCSD school board.

The following data will be collected, analyzed, and shared as part of the annual Plan, Do Study, Act (PDSA) cycle:

Student enrollment Percentage of ELs parents attending Parent/Teacher Conferences Number of translated documents EL dropout rates AMAO

o Progress in English Language Acquisitiono Attaining or reaching English proficiencyo Making adequate yearly progress on Iowa Assessment

AMAOs are targets that have been established by the state in compliance with NCLB mandates to measure the effectiveness of language instruction educational programs.

The results of language and achievement testing will be reviewed by the district administrators and EL teachers, and then presented to district’s staff at each building. This data is used with staff at each building to help make instructional changes in both the Core Classes and in the Language Instruction Education Program, which will increase the likelihood that students’ achievement will improve. If the Urbandale Community School District students fail to make progress in meeting the state’s target for AMAO, the district will:

Year 1 - Work with the Heartland Area Education Agency (AEA) to notify parents of ELLs about the school’s failure within 30 days of the district’s notification by sending home a letter.

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https://www.educateiowa.gov/sites/files/ed/documents/ELHandbook-May2013-AppendixG.pdf

https://www.educateiowa.gov/sites/files/ed/documents/ELHandbook-May2013-AppendixG.pdf


Year 2 - Work with the Heartland AEA to notify parents, write and implement a Corrective Action Plan (CAP).

Year 3 - Work with the Heartland AEA to notify parents, review, revisit, and update CAP. Year 4 - Work with the Heartland AEA to notify parents, write and implement CAP with

the support/involvement of the Department of Education.

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